| ORIGINAL ARTICLE |
|
| Ahead of Print |
|
|
Utility of three-dimensional virtual and printed models for veterinary student education in congenital heart disease
Lauren E Markovic1, Sarah Nguyen1, Sherry Clouser2
1 Department of Small Animal Medicine and Surgery, University of Georgia, College of Veterinary Medicine, Athens, GA 30602, USA
2 Office of Academic and Student Affairs, University of Georgia, College of Veterinary Medicine, Athens, GA 30602, USA
Correspondence Address:
Lauren E Markovic,
Department of Small Animal Medicine and Surgery, University of Georgia, College of Veterinary Medicine, 2200 College Station Drive, Athens, GA
USA
 Source of Support: None, Conflict of Interest: None DOI: 10.4103/EHP.EHP_28_22
|
|
|
Introduction: Congenital heart disease (CHD) is a common heart defect that can be present in small and large animals at birth. Student understanding of normal and abnormal cardiac anatomy is imperative for proper diagnosis and management of CHD. Objectives were to create and use three-dimensional (3D) heart models during a workshop to understand veterinary student perception of 3D models for CHD education. We hypothesized that 3D models would enhance student understanding of CHD, and students would prefer 3D models during cardiac education. Materials and Methods: Computed tomography angiography datasets from canine patent ductus arteriosus were used to create 3D models. Segmentation and computer-aided design were performed. Virtual overlays of 3D models were displayed onto two-dimensional (2D) thoracic radiographs. Stereolithography files were fabricated by a 3D printer. Students participated in a CHD workshop consisting of 2D and 3D teaching stations. Self-assessment surveys before and after the workshop were completed. Results: Twenty-two veterinary students attended the workshop. The 3D-printed models were found to be the most helpful teaching modality based on students’ perception. The 3D-printed model (P < 0.0001) and the 3D digital model (P < 0.0001) were perceived to be significantly more helpful than the 2D radiograph station. All students strongly agreed (15/22) or agreed (7/22) that virtual models overlayed onto 2D radiographs enhanced their spatial recognition of anatomic structures. All students strongly agreed (17/22) and agreed (5/22) that the CHD workshop was a valuable learning opportunity. Conclusion: Creation of virtual and fabricated 3D heart models is feasible. Three-dimensional models may be helpful when understanding spatial recognition of cardiovascular anatomy on thoracic radiographs. We advocate using 3D heart models during CHD education. |
|
|
|
|
|
|
Search Pubmed for